Future of Schools

Training overhaul aimed at a big IPS shortfall: Just 1 in 4 student teachers stick around.

PHOTO: Alan Petersime

Seventy-four student teachers trained in Indianapolis Public Schools last year. But just 17 of those freshly minted educators were hired by the district after they graduated.

In a district where some schools struggle to hire enough teachers, that gap is a problem.

That’s why IPS is revamping teacher training to give student teachers more time in the classroom and attract new educators to the district.

“We really need to focus in on the folks who are student teaching in our buildings, making sure they have a really strong experience,” said Mindy Schlegel, who leads human resources for the district.

In order to attract new teachers and make sure they are well prepared, IPS is rolling out a host of plans, from making sure student teachers in traditional programs are working with experienced mentors to launching two new residency programs.

The residencies, which will be selective, will allow students to spend one to three years in the classroom — far more than the six to nine weeks education students typically spend teaching, said Schlegel.

Those plans are among three programs getting a boost from a new grant program run by the Mind Trust, a nonprofit that supports Indianapolis school reform.

  • IPS received a three-year, $207,000 grant to pay for a staffer dedicated to improving student teaching in the district;
  • KIPP Indianapolis received a three-year, $38,500 grant for a new yearlong leadership program for current teachers; and
  • Christel House Academy received a $20,000 grant to plan IndyTeach, a transition-to-teaching program at the charter school that it plans to pilot in 2017-2018.

The program will support new efforts to improve teacher recruitment, training, retention and diversity, said Jackie Gantzer, director of talent strategy for the Mind Trust.

“A lot of the best solutions to any one of those pieces is likely going to be developed and driven locally by schools and networks and the teachers who are in that environment,” she said. “We are really interested in testing those hypotheses and seeing what is effective and what can potentially be scaled.”

IPS plans to begin the first teaching residency this fall, with about 10 students from Purdue University’s online degree program in special education. The students will train in IPS schools during the three-year program.

The other residency is still in the planning stages, but the aim is to assign college students to work with experienced teachers in schools using new teacher-leadership models.

One reason the district is focusing its attention on improving recruitment of student teachers is that it is hard to attract educators from other areas, Schlegel said.

“A lot of urban districts are moving in this direction because it is so difficult to get teachers to relocate,” she said. “(We) are really refocusing our recruitment efforts to what local pipelines exist.”

Pushback

National head of DFER after Colorado Democrats’ platform vote: ‘We’re not going anywhere’

PHOTO: Newark Trust
DFER President Shavar Jeffries

The national head of Democrats for Education Reform responded to the dramatic rejection of his organization at the Colorado Democratic Party state assembly with a simple message: We’re not going anywhere.

In an email to supporters that he also posted on Medium Thursday, Shavar Jeffries laid out his credentials as a Democrat and said disagreements over education policy should remain a “family fight.”

“We understand that on some issues, some in our party disagree with us,” Jeffries wrote. “We welcome that disagreement, and we welcome the debates that ensue periodically. We stay true to our principles because we believe our vision best reflects the values of the party and the outcomes we seek for young people.

“But we will fight  –  when fights are necessary  –  anchored in the understanding that this is a family fight and thus we will not engage in the politics of personal destruction against those with whom we disagree.”

Jeffries went on to blame the election of President Donald Trump on an unwillingness among Democrats to set aside their differences.

“Trump is president to a large degree because progressives and liberals engaged in a civil war over the 10 percent of policies where we might disagree, as opposed to uniting around the 90 percent where we agree,” Jeffries wrote. “Hillary Clinton was booed at the DNC convention in 2016 by the same forces that still seek to sow division within our party. Our unity is our best weapon against the ongoing assault to our democracy visited upon the country each day by Trump.”

Jennifer Walmer, the head of the Colorado chapter of Democrats for Education Reform, was booed down by delegates at Saturday’s assembly. Those delegates went on to adopt into the official party platform a call for DFER to stop using “Democrats” in its name.

Former state Treasurer Cary Kennedy, who has the backing of the teachers unions, won 62 percent of the vote at the party assembly. The platform vote happened later in the day, after some of the more than 3,000 delegates had left.

It’s not clear how the platform provision could be enforced. Some members want the party to send a cease-and-desist letter to Democrats for Education Reform, something the Los Angeles Democratic Party tried in 2012, with no apparent effect.

The Colorado vote drew cheers and jeers locally and around the country. In New York City, one blog called it a “ray of sunshine” that could signal cracks in support for reform policies. Meanwhile, conservatives used the vote to cast Democrats as extremists. The editorial board of the Colorado Springs Gazette said it represented “a far-left shift in the Democratic Party.”

Education reform has become an increasingly divisive issue within the Democratic Party. Since the 2016 presidential election, opponents of a suite of reform policies, like charter schools and test-based teacher accountability laws, have increasingly sought to tie Democratic proponents of these policies to the unpopular president and his education secretary.

Jeffries said his organization would not be dissuaded by those tactics.

“If our intra-party opponents would prefer counter-productive family warfare as opposed to unity around shared values, this should be clear too: We stand with the millions of families across our country demanding access to high-quality public schools and the thousands of elected Democrats who fight tirelessly to ensure they get it,” he said. “We are not going anywhere.”

You can read Jeffries’ entire statement here.

get out the vote

Can schools encourage students to be more involved citizens? A new study suggests yes they can.

Democracy Prep charter network superintendent Seth Andrew at a 2012 admissions lottery event.

In a city of roughly 1,800 schools, many have names that have little to do with what students experience.

Not so for Democracy Prep, a network of charter schools that a new study concludes makes students far more likely to vote once they turn 18.

The study, conducted by independent researchers commissioned by Democracy Prep, took advantage of New York City’s charter school admissions rules to examine the impact of applying to, getting accepted to, and enrolling in the network’s schools on later civic participation.

Looking at more than a thousand students who applied between 2007 and 2015 who were old enough to vote in 2016, the researchers found that just being selected in the admissions lottery was correlated with a slight increase in voting rates. Students who were chosen voted 6 percentage points more often than students who were not.

The impact was much greater on students who were chosen and actually enrolled: They voted 24 percentage points more often than students who applied but never got a chance to attend.

The findings suggest that Democracy Prep is achieving its explicit goal of promoting civic participation. They also offer one answer to the question of whether charter schools, which are publicly funded but privately managed, undermine democracy.

“Democracy Prep provides a test case of whether charter schools can successfully serve the foundational purpose of public education—preparation for citizenship—even while operating outside the direct control of elected officials,” the researchers write. “With respect to the critical civic participation measures of registration and voting, the answer is yes.”

Seth Andrew, who started the network with a single middle school in Harlem in 2006, said he was pleased by the findings — and unsurprised, because the network has baked civic participation into its culture and academic program. Students must take on a personal “Change the World” project and pass the U.S. citizenship exam to graduate.

“This idea of ‘change the world’ was very central to what we were trying to get our kids prepared and excited to do,” he said.

Creating more engaged citizens takes more than just adding a civics class, said Katie Duffy, the CEO of Democracy Prep. Schools have to make democracy a part of the daily culture, she said.

“The more you talk about the importance of voting, the importance of elections, the importance of advocacy,” she said, “the more it becomes ingrained in our kids.”

The network has also long used Election Day — when district-run schools are often closed so their buildings can be used as polling stations — as a teachable moment.

In 2008, Democracy Prep students spent the day working to get out the vote in their neighborhoods. Four years later, Democracy Prep schools were among the few housed in city space that got special permission to stay open — and the network sent students out to advance the “Vote for Somebody” campaign it had kicked off in a catchy viral video. The next year, students promoted a different message — “I can’t vote but you can” — in an effort to boost the city’s 11 percent primary election voter participation rate.

The network’s influence extends far beyond its students. In 2012, six years into the network’s existence, officials estimated that students had helped 5,000 New Yorkers register to vote. Now, the network runs 22 schools in five states.

Andrew said the study’s findings about the impact of the network — which he left in 2012 to work on other civic engagement initiatives, including at the White House — offer only a start at a time when the United States lags behind other developed countries in voter turnout.

“I was thrilled with the outcome,” said Andrew. “But the as the guy that founded Democracy Prep I feel like there’s a whole lot of room to grow.”

Correction: A previous version of this story described the increase in voting caused by Democracy Prep as a percent figure, rather than in percentage points.